SWEDEN%20policy%20profile%20-%20published%2005-02-2013

10 - INTRODUCTION
Chapter 2: Where does Sweden stand compared to other countries?
Chapter two provides an international comparative overview of where your country stands
regarding curriculum design. It identifies the strengths and areas for reflection for Sweden in
comparison with the selected reference countries. The chapter can provide insight into which
aspects of curriculum Sweden might consider taking policy action on, and it can raise
awareness about policy issues.
Chapter 3: What are the challenges and strategies?
Chapter three presents the challenges countries have faced in designing, revising and
implementing curriculum and gives alternative approaches to overcome these challenges.
This chapter provides a quick overview of what New Zealand, Norway and Portugal have
done to tackle challenges in designing, revising or implementing curriculum.
NOTES
1 Structural quality consists of “inputs to process-characteristics which create the framework
for the processes that children experience”. These characteristics are not only part of the
ECEC location in which children participate, but they are part of the environment that
surrounds the ECEC setting, e.g., the community. They are often aspects of ECEC that can
be regulated, though they may contain variables which cannot be regulated (Litjens and
Taguma, 2010).
2 Process quality consists of what children actually experience in their programmes – that
which happens within a setting. These experiences are thought to have an influence on
children’s well-being and development (Litjens and Taguma, 2010).
QUALITY MATTERS IN EARLY CHILDHOOD EDUCATION AND CARE: SWEDEN © OECD 2013